|Artal-Tur, A.||CAB International|
Creativity and City Tourism
Repositioning: The Case of Valencia, Spain
José María Nácher Escriche* and Paula Simó Tomás
University of Valencia, Valencia, Spain
Creative activities are important regional facilitators. The urban interaction of the professionals of art, communication, universities, science and R&D leads to an increase in productivity, quality of life and competitiveness. These creative clusters attract other creative professionals, generating leisure or professional visits, which in turn may generate the decision to reside in the visited destination. Urban positioning strategies show a growing interest in the creation or attraction of creative activities.
This paper reviews the creativity and tourism literature, proposes a research method to detect creative flows and makes a first approach to the case of Valencia, Spain, a city with a long history of creativity and with a present that can make it a remarkable
European creative destination.
4.2 Creative Industries and CitiesSee All Chapters
|Dennis Reina||Berrett-Koehler Publishers||ePub|
Throughout this book, we’ve taken you on a journey to discover trust. You’ve explored what trust means and been introduced to the far-reaching impacts of both its presence and its absence. You’ve learned about the behaviors that build trust, the level of commitment needed to sustain it, and what to do to repair it when it’s been broken. You’ve been inspired to want trust—and to behave differently in your relationships in order to attract it.
Attracting trust means you are first willing to extend it. Your readiness to extend trust is grounded in your attitude, beliefs, and outlook. Trust begins with you and your ability to align your behavior with sound intentions—an ability that lays a healthy foundation for your relationships. To bring yourself to relationships with others in a trustworthy way, you must first nurture the most central relationship you have—the one you hold with you.
In this closing chapter, we turn your attention to the relationship you have with yourself. We support you in expanding your Capacity for Trust and taking trust to the next level by going deeper into this connection through four pathways. They are: Take Care of Yourself, Believe in Yourself, Make Room for Yourself, and Be a Friend to Yourself. It is from this deeper connection with yourself that you take trust to the next level in your relationships, team, organization, and broader community. Trust begins with you.See All Chapters
|Brantley, Peter||O'Reilly Media||ePub|
July 28, 2008
MagCloud is a new print-on-demand (POD) service targeting the magazine industry. In the following Q&A, MagCloud consultant Derek Powazekco-founder of JPG Magazine and founder of Fraydiscusses the utility of POD and the evolving relationship between print and Web content.
How did you get involved with MagCloud?
I came into the project over a year agoit had been percolating in HP Labs for a long time before that, led by Andy Fitzhugh, Udi Chatow, and Andrew Bolwell. Andy is the one who brought me in. We had this meet and greet lunch to talk about the future of publishing and it turned out we had the same vision. He kept saying, Right, now push that further.
When did you first encounter POD?
Years ago, when Heather [Champ] and I were exploring ways to make a photography magazine, Lulu was really the only game in town. We learned so much creating JPG there, and starting with a POD service allowed us to experiment, develop the voice and vision of the magazine, and build an audience. I think its a very natural way to start a magazine.See All Chapters
|Journal of School Public Relations||Rowman & Littlefield Publishers||ePub|
BONNIE C. JOHNSON
Principals today place more importance on and are spending more time on communication, marketing, public affairs, and public relations and engagement activities than ever before (NAESP, 2000). In the past, the central office was often in charge of public relations activities, but today increased parental and public demands on schools have compelled school-level administrators to play a greater role in promoting a positive reputation for their school.
The following is an interview with Denny Vincent, president of the 35,000 member National Association of Secondary School Principals (NASSP). Vincent has been a school administrator for over 23 years. He spent 11 years as an assistant principal, and for the past 12 years he has served as principal at Muhlenberg North High School in Greenville, Kentucky. In 1997, Vincent became a member of NASSP’s board of directors, and in 2002 he was elected as the organization’s president. His term in this position began in March 2002. The following interview focuses on Vincent’s views concerning the secondary school principal’s role in school public relations.See All Chapters
|Bruce T. Blythe||Rothstein Publishing||ePub|
6 Reputation Management
Dr. Daniel Diermeier, author of Reputation Rules, joins with me in co-authoring this chapter to discuss the impact of crisis management on organizational and personal reputation.Like many managers, you may be confident that the internal communication or public affairs department of your organization – or external public relations (PR) consultants – will be all that you need to preserve your company’s reputation in a crisis. You may believe that all you have to do in a crisis is to use your pre-written media statements, make a timely response, put the right spin on your messages – and reputation risk will be handled adequately. In reality, while communications and PR are important components of crisis management and protecting reputation, you cannot rely on them alone. This chapter will help you to: Go beyond PR to preserve reputation in a crisis. See All Chapters
|Marianne Leuzinger-Bohleber||Karnac Books||ePub|
Introduction: depression—the most frequent psychic disorder with the danger of chronification
Mrs M had a depressive break down in her early fifties. She was not able to work anymore as a social worker with delinquent adolescents. She was highly suicidal and suffered from severe sleeping and eating disorders. In the initial interview she told that her boy-friend, married to another woman, had moved to another town. Another reason for her breakdown were the daily quarrels between her adolescent daughter and her grandmother, all living in the same house. She always told her daughter: Be nice to the old woman and respect her although she realised that the strange behavior of her mother was quite pathological. (see Chapters Two and Three)
Psychoanalysts all over the world currently have many patients like Mrs M in treatment. Severe depression, often in combination with personality disorders, is one of the most frequent diagnoses of patients in psychoanalytic long-term-therapies and psychoanalysis today, and often has, as in the example of Mrs M, an obviously trans-generational dimension.See All Chapters
|David S. Younger||Rothstein Publishing|
Growth Factors and Signals:
Impact on Neurological Systems
Douglas W. Zochodne
Recognition of the central and peripheral nervous systems
(CNS and PNS) as plastic and dynamic has led to hope that specific growth factors or their downstream signaling cascades might protect the nervous system from disease, resurrect impaired connections or support alternative pathways providing similar function. Advances in the understanding of growth factors and growth signals have identified several critical concepts. The first of these is the realization that, hitherto, systems, including motor systems, previously thought of as static in adults have surprising responsiveness following injury. The second concept is that a number of the growth factors are elaborated by targets or glial cells to signal the growth cone or cell body, either locally or at a distance. A third concept followed the important discovery that led to the recognition that growth factors can be synthesized by neurons and act on themselves by autocrine signaling. Fourth, is the recognition that growth factors have tremendous redundancy in their actions, frequently sharing common downstream signaling cascades. Exploiting these downstream pathways may allow direct manipulation of neuronal growth. While absence of a given factor or its receptor may render severe developmental deficits, in many instances loss can be compensated for by the actions of other factors.See All Chapters
|Simon Foster||Hunter Publishing||ePub|
Northwest Costa Rica & the Nicoya Peninsula
Bruce & June Conord
HUNTER PUBLISHING, INC,
Ulysses Travel Publications
4176 Saint-Denis, Montral, Qubec
Canada H2W 2M5; 514-843-9882, ext. 2232
Millstone, Limers Lane, Northam
Devon, EX39 2RG, England; 01237-474474
Hunter Publishing, Inc.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the written permission of the publisher.
This guide focuses on recreational activities. As all such activities contain elements of risk, the publisher, author, affiliated individuals and companies disclaim responsibility for any injury, harm, or illness that may occur to anyone through, or by use of, the information in this book. Every effort was made to insure the accuracy of information in this book, but the publisher and author do not assume, and hereby disclaim, liability for any loss or damage caused by errors, omissions, misleading information or potential travel problems caused by this guide, even if such errors or omissions result from negligence, accident or any other cause.
|JOURNAL OF SCHOOL LEADERSHIP||Rowman & Littlefield Publishers||ePub|
ROBERT B. STEVENSON
ABSTRACT: As administrative preparation programs ground strategies for developing new genres of school leaders in transformational and democratic communities, of particular interest are the instructional and programmatic strategies that contribute to successful program outcomes. Constructed over time, this article highlights the specific contribution of student feedback to a program’s coherence as it engaged in a recursive practice of development, monitoring, evaluation, and program revision. In addition, the article argues for the value of considering students’ experiences within a collaborative structure and culture.
Criticisms of educational administration preparation programs in the literature have highlighted their failure to prepare leaders capable of solving myriad problems confronting today’s schools, particularly in urban settings, and of developing a vision of meaningful school-based change (Marshall, Patterson, Rogers, & Steele, 1996; McCarthy, 2001; Murphy, 1992; Young, 2001). In addition, school boards and districts have complained about the difficulty of finding individuals capable of leading complex change at both the elementary and secondary levels (National Commission on Excellence in Educational Administration [NCEEA], 1987). Some critics have pointed out that the changing social, cultural, and political context in which today’s (and tomorrow’s) principals must lead and manage schools creates new and different demands and requires different types of leadership preparation. Other critics have drawn attention to new approaches to organizational and leadership theories and practices that have emerged in the past two decades that should inform leadership preparation programs (Murphy, 1992). For example, the NCEEA report (1987) called for a new vision of school leadership that promotes schools as learning communities, fosters collegiality, and encourages the involvement of all stakeholders.See All Chapters
|The Daughters Paul||Pauline Books and Media||ePub|
Two summers ago, I had the opportunity to go on a week-long service trip to Belize in Central America with seven other girls. I have always loved doing service work and was extremely excited to have the chance to help in another country. We were sent to help a small village plaster the outside walls of their newly constructed church. We had to cover the bricks with a cement mixture we made ourselves so that the people of the village could then paint it.
The work was extremely physically taxing, but I wouldn’t have traded a single minute of the experience. From trying to figure out how to go to the bathroom in the middle of the jungle, to playing with the village children during our lunch break, every moment of our week was a moment I treasure.
As much fun as this trip was, the best part was being able to see the faith of the people of this rural community. One day, we went to Mass in a very isolated village, near the village in which we were working. It was amazing to see how many people walked for hours just to be able to attend a weekday Mass.See All Chapters
|Joe Kissell||Take Control Books||ePub|
When we began discussing this book, Take Control publisher Adam Engst told me that his rule is, dont write anything in email that you couldnt stomach appearing on the front page of the New York Times. I said I didnt think that was a very good rule, and we discussed it (by email, naturally) in what became an increasingly contentious debate. I wont repeat the entire exchange here, because Im sure youll read it soon enough in the New York Times.
But to summarize, Adam was trying to make the point that you can never have an ironclad guarantee of privacy when it comes to email. In that respect hes absolutely right, for reasons Ill explain in a moment. My point was that in many cases, email is the only practical means of communication, and yet its completely impractical for me to avoid ever sending personal facts, business secrets, colorful language, or anything else by email that wouldnt cause serious problems if made public. I think Im right about that, too.
But email privacy is extraordinarily difficult to achieve, and the more control you try to exert, the more cumbersome it becomes. By the end of this chapter, you should have a better appreciation of what makes email privacy so tricky. But youll also learn how to keep most email safe from casual snooping, how to make top-secret email messages as private as they reasonably can be, and when its best to choose an entirely different means of communication.See All Chapters
|Roy Bailey||HRD Press|
50 Activities for Managing Stress
getting laid off may be a huge relief for an employee who wants unemployment pay more than his or her job. On the other hand, being downsized may be the hardest situation a person may have to face.
• Facing significant demands means employing efforts to cope
with the demands being made on us. The more significant the demand, the more coping is required.
2. Explain to participants that when demands are highly significant, coping is at “full stretch.” Write the following on a flipchart and record participants’ responses:
So it becomes increasingly important to know
• what the regular demands made on us are;
• how frequent they are;
• whether they are of minor significance or highly significant;
• the degree and kind of coping efforts we adopt.
3. Distribute Handout 38.1 and have participants complete the
Significance Schedule and discuss it with their partner, manager, colleague, or group. They should also consider whether they want to change anything on the schedule that is causing too much stress or undermining their performance. Tell participants that this can be done bySee All Chapters
Podstawowe pojęcia: Nasze podstawowe pojęcia jako baza wielu typowych technik nauki o danych; Znaczenie wiedzy o elementach składowych nauki o danych.
Przykładowe techniki: Zależność i współwystępowanie; Profilowanie zachowań; Predykcja połączeń; Redukcja danych; Eksploracja informacji ukrytych; Rekomendowanie filmów; Rozkład błędu pod względem stronniczości — wariancji; Zespoły modeli; Wnioskowanie przyczynowe z danych.
Jak wspomnieliśmy w poprzednim rozdziale, użytecznym sposobem postrzegania zespołu podchodzącego do problemu biznesowego w kategoriach analityki danych jest uznanie, że stoi on w obliczu problemu inżynieryjnego — i nie chodzi tutaj o inżynierię mechaniczną czy nawet inżynierię oprogramowania, ale o inżynierię analityczną. Sam problem biznesowy zawiera cel oraz ograniczenia związane ze swoim rozwiązaniem. Znajomość danych i wiedza fachowa z danej dziedziny dostarczają surowców. Nauka o danych natomiast zapewnia platformy służące do rozkładania problemu na podproblemy oraz narzędzia i techniki ich rozwiązywania. Omówiliśmy szereg najbardziej wartościowych platform koncepcyjnych i najpopularniejszych części składowych rozwiązań. Nauka o danych to jednak ogromny obszar, któremu poświęca się całe programy studiów wyższych, nie możemy więc mieć nadziei na wyczerpujące omówienie tej problematyki w takiej książce jak ta. Na szczęście, podstawowe zasady, które omówiliśmy, są fundamentem większości obszarów nauki o danych.See All Chapters
|SPHR, Kathryn McKee||Berrett-Koehler Publishers||ePub|
These procedures are excerpted from the University of California at Santa Barbara Department of Emergency Operations procedures.
Careless management of work and storage areas and of electrical equipment is a common factor in office fires. Stockrooms and vault storage areas, for instance, should be kept uncluttered to prevent fires.
Keep work areas free of excess paper. A concentrated collection of papers and files on desks and filing cabinets makes excellent fuel. Before leaving at night, eliminate that unnecessary fire hazard by placing as many papers and files as possible in closed drawers or file cabinets.
Overloaded electrical outlets are the cause of many building fires. Do not create an octopus by inserting a series of two-way or three-way plugs into the same outlet. Connect only one cord to each receptacle socket. The use of extension cords is prohibited. If you need additional outlets, contact the Maintenance Department. When plugging or unplugging electrical equipment, be sure it is turned off; avoid touching metal or standing on a wet surface when doing so. For your safety, unplug electrical equipment by holding the plug and pulling it out of the socket; do not pull on the cord.See All Chapters
|Otto Weininger||Karnac Books||ePub|
Adrian, a three-year-old boy, was very angry one morning. He wanted whatever anyone had, and when he saw another child riding on a tricycle, painting or building a block tower, he would snatch the child’s play materials. At first he was satisfied with having other children’s toys, but soon this was not enough. He knocked over one child’s block tower, snatched another’s paint brush and smeared his own design on the painting, and took parts of a third child’s puzzle and hid them. He then slapped a child riding on a tricycle and kicked a boy who was building a tower. Although he did not really hurt the other children, when they hit him back he moved away, and the expression on his face became frightening: he glared, bared his teeth and screamed at them to go away. I must emphasize that usually Adrian was a pleasant, happy, normal little boy who enjoyed his time with the other children. Sometimes he played cooperatively, but more frequently he played alongside another child, talking to him or her while usually remaining quite interested in his own activity. This particular morning was Adrian’s first day back at the playgroup after eight days, and he seemed angry and destructive. When I said, ‘You are angry a lot this morning,’ Adrian answered, ‘I’m mad.’ I asked him if he knew why he was mad, and he replied that he did, but he would not tell me because he was ‘so mad’.See All Chapters